waring



Jam. M, im@

E. WAREN@ EDUCANONAL MATERIAL Filed 0G13. 4, 1924 lgffavenovf: ETHEL.HWAWNG her aormegs Application filed @ctober 4t, 1924i. Serial No.M1587.

'lhis invention relates to educational inaterial tor the instruction etyoung' children, and more I iarticularly sach material as can be usedprofitably by children Without supervision by a teacher.

llhc object ot iiiy iiii'entioii is to produce educational iiiatorielswhich without immediate supervision oit the teacher can be used by thechild either to discover and teach himselit new ifacts or to developneiv abidities; as a test 'tor the abilities or 'tacto which he hasacquired; or as a social or comptitive gaine with his comi-ados, whichinvolves the exercise ot abilities he has acquired or facts he haslearned.

l. have discovered. that educational inaterials, in order to be adaptedtor use 'without a teacher in these three iifays must have toni'essential characteristics. 'lthcse .tour essential characteristics are:ltly, the inatei-iai must serve to direct the child to the desired useor response; seoindly,` it inust prevent the child troni inaliinghabitual responses which are wrong; thirdly, it must show the childWhether' or not the specific responses he has made are correct; andtourthly, it the childs response is not correct it must show the child'what thecorrect response These tour essentials can be calledseit-suggestion, seit-elimination, selt-veiiti cation andseltcorrection.

'llo the end that the materials may have the tt'our above-mentionedessential charac` teristics, l. put in them at least three diiter ontclasses or verieties ot sensc-iinpression objects, it being understoodthat a sense- Vimpression object may `talee the torni ot one object,picture, letter, digit, color or the lilte source ot mental stimulus ormay be conn posed oil a l'iluralitjv of such parts. This leads to therecognition ot liainiliar sense impression objects and obviousrelationship ot some sense-impression objects, and through. suchrecognitions, 'to the realization ot the significance of unil'aniiliaii'senseiinpressioaobjects and ot less obvious or unfamiliar relationshi ibetween other sense impression objects. 'lhe seirse-impression objectsmay themselveslie physical objects or inaji7 be delineiitions mounted oniihysical objects. Each class ot' senseinipi'ession oh jects has adittei'cnt tunction. @ense-iinpression objects ot what l arbitrarrilvvterni g the first class represent the subject matter in which skill orrecognition in use` is deM sired. `ieiise-iinpression objects ot what ltorni the second class have a sigriiilicance rc lated to the tiret butdifferent therefrom in some respect. rllie two sense-impression ob-Jects may dilt'er in organization or arrangieinent or have only someelements in coinnion or. either seine-impression object may constitute apart oi the other, or each may be a different part ot a common whole.disensoimpression object ot the third class, `which for convenience lishall call the checking sense-'impression object, inusthe one Whosemeaning` either already familiar or is obvious to the child tor whom thematerials are planned, and inus't he physically so associated with oneor both` ot the liirst tivo senseainprcssion objects that it is adaptedto be hidden when both ot them are visible l iind it preferable toeliminate troni inv materials everything eitcept the actualsenseinipression objects and the physical objects on which the),7 aremounted, insizingl the lat-ter a simple and insigniiicant as possible,although attractive and suggestive.

ltn describing.;` my invention, ,rigshall use the Word unit to denote asingle group ot the three sense-impression objects. rlhe unit must havein it at least one sense-impression object of each class.

The accouipanyingrl 'drawings illust'ate several typical. units oteducational material iliade according` to my invention.

ln the drawings: i

l is number ivorli material which is designed to develop sltill inaddition and reveal certain relationships Wl'iich underlie the processot subtraction;

Fig-g. 2 is a section on line 2-22 ot u" l; Fig. 3 is one side oitdissociated card 33 shown in liipg. l;

.id`ipj. it is the reverse side ot' the card shown Figs. 5, G, and "tshow material designed to teach children printed and Written s vmybolswhich stand for colors, the naines of y which are` orally -tamiliar tothem;

lgt. 8 is part ot material similar to that illustrated `in ti, o, and ifbut designed to teach the meaning ot printed or i rit-ten `Wordsstanding' toi' pl'ivsical objects, the

names oi which child.

rthe material shown in Figs. 1,2., 3, and @t is a torni ot number ivorltdesignedto devolop accuracyr and speedin recognition and inaniiiulat-ionot numeral or digit combina` tions or distinguished troni numbercombinaare oreilly ifiiinilizii to the the tour essentialcharacteristics mentioned above, seltsuggestion, self-elimination,sellveiiitication, and self-correction.

The illustration ot' my invention which l have 4described relates tonumbers, but my invention is applicable to many other lines oteducation. ln `Figs. 5, 6, and 7, I have shown material designed toteach children the printed and vritten vvordsivvhich stand tor colors,it being' assumed that thoseto whom this set is given already can distiaguish the colors and name them orally. llloclts oit color are printed ona sheet, card or other appropriate medium 3G and by the side ot eachsuch blocl-r oi color 35 appear the printed and Written Words, 38, 39which stand :tor that color. lt desired, only one torm otI the vvordneed be shown. This series ot' Words is adapted to be covered by'folding' over a tlap 345 forming part ot the sheet 36. For each suchcolor 35 there is a dissociated card 4l() (see Figs. 6 and il), on eachside ol: which appears the vvord standing tor that color on one side inprinted form and on the other in script. The Word need not be shown inboth Ways and need not bc shown on t\vo sides unless desired-oneappearance ot' the word in any torni, any Where, on the card beingsullicient. The words on tl ese carts /l-O can be considered thesense-impressiori-objects o'l the lirst class and the block o'l' color35 can be considered the sense-impression-object oit the second class.The Words 38 and 39 directly associated 'with the block oi color on thesheet 36 can be considered the checking sense-impression-object.

ln usingl the gaine as a means of learning, the child can take advantageoi the checling,` sensc-inipression-objects since by their physicalrelationships with the bloclrs ot color, they shouT the similarity andsignilicance between the color and the Words. It desired, the child canWrite on the told 36 but l find it prelierable to let the child learnlto place the separate cards tu'iposite the corresponding block cicolor.

The Words 38 and 39 appearing@` on the card guide. the child in placing`the sepa ate zards fl() where they belong. When usine' the game as atest, the child covers the checking sense-impression-object and attemptsto place the separate cards d() opposite their respective colors. llethen uncovers the checlriiu;` senseimpression-objects and verifies andcorrects his placements. The `gaine is used in an obviously similarmanner vvhen card tor each picture, bearing the printed and writtenwords on its respective sides, or bearing a duplicate otthe picture onone side, and the words on the other.

lli/ly material is constructed normally to hide onesense-inuprcssiorrobject ot each unit While the other two ,useimpressien-objects ot that unit are visible` that is to say. thematerial contains `as an essential. element a 'feature ot constructionwhich vvill bring about this normal hiding, ller example, in Fips. l, 2,fl and 4L, a unit would be composed olivthe 'tollowiug` threesensedmpression-objects; lirst, the con'ibination ot die ts 'l andlshown on the Alace ot card 33, in Fig. 3; second, the digit 5 on thecircular support 3l. and third or checkingl sense-impr object` the digit5 onthe baclr ot card 38, in 4l.

Since the lirstund third sense-impression objects are ou the iti-ont andback, respectively, ot the same card, it is obvious that one ot thethree eenseimpressicn-obiects ot the unit Will normally be hidden whilethe other sense-impresslou-objects oit that unit are visible.

Similarly in Figs. 5, 6 and l', the tlap 86 is provided as an integralpart ot the construction. so that one sense-iinpression-object 'fromeach unit, i. c. the list oit Words on the card 3G, may normally behidden by the tlap 3G, while the other two sense-impressionohjects oteach unit, i. e, first the wort s on the separate cards l.l0 and second,the blocks ot color 35 are visible.

From the above illustrations, adaptations oli' my invention intomaterial covering knowledge facts, skills and abilities involved in thevarious branches ot elementary education and suitable tor children otspecic ages or grades, will readily occur to those dealing with theproblem. ll have selected tor purposes olz illustration such material asinvolve the very simplest subject matter, as numbering processes throughlive and simplest word learnings, in order to emphasize and clarity thedetail et the mechanical structure. lt will be apparent also that myinvention can be embodied in a variety ot other materials tor teaching1the subjects 'which are taught by the 4games herein described. Materialscan be made according to my invention vfor many other fields otteducation, such 'for example as Writing, phonetics, nature study,geography, history, or civics, etc. The selection oit suitable material,Whetl'ler it. be the selection by the teacher oi materials to prepare orput into the childs learning` environment, or the selection by the childot what he will will do at the moment, is detern'iined in each case bythe ability oit the child to recognize the checking;senseimpressiorrobjects, and to appreciate the relation of the first andsecond class senseiinpression-objects, alter he has brought themtogether in the lll) course of his recognition and manipulation of thechecking sense-impression-objccts.

Such recognition is the stimulus for suggesting the right responses,preventing the vWrong ones, verifying the right ones and correcting theWrong ones, which four characteristics of material made according to myinvention enable it to be used by children to teach themselves, testwhat they have learned, Vand to acquire skill in what they have learnedeither alone or in social compettive games. Y Y

My invention is especially useful in developingin children habitsotself-initiated -and yindependent learning, Vot' persistence in effortandof'objective judgment of results; habits of accuracy, speed andprogress: habits of organization of materials and ideas for delinitepurposes and habits of social adjustment and cooperation.v

, l claim as my invention:

l.` An educational device consisting of units including threesense-impression-objectsl each, each ot'said units being in two parts,one of Which parts is mechanically as sociated With the correspondingparts of the other units, and one of Which parts carries twosense-impression-objects of a unit, While another part carries the thirdsense-impression-object thereof, and one of said parts being constructedto normally hide one of the sense-impression-objects ot' each unit Whilethe other two sense-impressioirobjeicts of each unit are visible.

2. An educational device comprising units of threesense-impression-objects and a card bearing a sense-innnession-objecttrom each unit thereon, in combination with dissociated cards eachbearing the remaining sense-impression objects of one oi said units,each of said dissociated cards being constructed tonormally hide onesense-impres sion-object of a unit While the othersenseimpression-objects ot said unit are visible.

3. An educational deif'ice Comprising a dial bearing a series otnumerals, in combination with a` corresponding series of sets of cards,each card in a given Set bearing` on its back a numeral the same as oneoii the numerals on the dial, and on its face one of a series ofcombinations of numerals which upon application of a predeterminedmathematical process will equal the number on the back of said card;pockets around the circumference olE said dial to receive said cards,the nun'ibers ol pockets below each numeral on the dial being one morethan the amount ot said numeral.

ln testimony whereof I have signed mv name to this specification.

ETHEL B. VARING.

